Women in STEM: to the stars

Tuesday of this week was one of those days when the stars aligned and I saw the same issue from multiple angles all within 24 hours. The issue was gender inequality in Science, Technology, Engineering and Maths.

Attitudes to STEM subjects by gender

First thing in the morning, I received an email bulletin highlighting some research which had just been published on attitudes to STEM subjects by gender at KS4. The findings made for challenging reading:

  • Girls enjoy STEM subjects less than boys: The proportion of male pupils who ranked KS4 STEM subjects first for enjoyment was almost twice that for females: 59% vs. 32%.
  • Girls are less likely to say STEM is their best subject: When asked which subject they were best at, the proportion of male pupils who ranked a STEM subject first was 60%, which again was almost twice as high compared to females at 33%.
  • Boys are more likely to think STEM leads to a job: When asked about which subjects were most likely to lead to a future job, 69% of male pupils ranked a STEM subject first compared to 51% of females.
  • Girls and boys both name STEM as leading to highest paid jobs: When asked which would lead to the highest paid job, 81% of male pupils named a STEM subject compared to 77% of females.
  • Girls are less likely to pursue STEM at A level: When asked what they planned to study at A-Level, female pupils made up the minority of those naming STEM subjects. Particularly, in Engineering (14% / 86%), Computing (15% / 85%) and Physics (22% / 78%).

Combating gender inequality is a particular mission of mine, and it is one of the reasons we have named our new Science and Technology building after a prominent female scientist, Professor Dame Athene Donald. We are doing better than the national average at Churchill, where we have a 54% to 46% split of students taking Science and Maths courses in our Sixth Form. But there is still work to do, as there is considerable variation between subjects.

Dr Sue Black and Bletchley Park

 

After school that same day, I was listening to an interview with Sue Black on my drive home. Sue Black is a prominent software engineer, keen to promote women in computer science. She was also instrumental in the campaign to save Bletchley Park, where ten thousand people (including Alan Turing, after whom another of our buildings is named) built some of the first computers and cracked the Enigma code used by the Nazis during World War Two. More than half of the people who worked there were women. No-one had any previous experience of computers. In 2019, there are fewer women working in tech than there were in the 1960s. How has this happened? Sue Black was an inspirational figure, challenging the stereotype of the software engineer and the systems analyst to show that women have a vital role to play in the future, as well as the history, of computer science.

Professor Jo Dunkley and Henrietta Swan Leavitt

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Professor Jo Dunkley, OBE

Later that evening, I was driving back to school for governors’ meeting listening to a science podcast about how to measure the size of the universe. One of the guests was Professor Jo Dunkley, a physicist from Princeton University in America. Her research is in cosmology, studying the origins and evolution of the Universe, and she made this complex and challenging subject accessible and fascinating. She too described how, in her field, women make up 20% or less of the physicists looking at space, the stars, and cosmology, yet the women were every bit as talented and clever as any of the men. And she too had a tale of how, in the past, women made a huge contribution to the field of cosmology, astronomy and astrophysics.

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Henrietta Swan Leavitt (1868-1921)

Professor Dunkley told the story of Henrietta Swan Leavitt, an astronomer working at Harvard University in the early 20th century. She was part of a group of women known as the “Harvard Computers“, hired to carry out calculations and process astronomical data in the days before electronic computers. In those days women were not allowed to operate the telescopes themselves – this was a male only environment. Instead, they studied the photographic plates produced by the telescopes. It was in doing this that Leavitt, who was profoundly deaf following an illness, made her ground-breaking discovery. She was studying a group of stars called the Cepheid variables. These stars pulsed at different rates, and Leavitt worked out a mathematical relationship between the brightness of these stars and the frequency of their pulses. This relationship, now known as “Leavitt’s Law,” allowed astronomers to measure the distance from Earth to faraway galaxies for the first time. It also enabled future astronomers such as Edwin Hubble to firmly establish that the universe was expanding.

Gender Equality

It was a freakish coincidence that, after reading about the inequality in perceptions of Science, Technology, Engineering and Maths between boys and girls in 2019, I should then be confronted with these fantastic examples of prominent women in STEM from the present day and the past. The majority of the code-breakers of Bletchley Park were 18 year-old women, just out of school, with no prior experience of computer science – yet they contributed to cracking the Nazi codes and saving millions of lives by shortening the Second World War. The very notion of computer science was, of course, invented by a woman – Ada Lovelace, back in the 1840s. In the present day, women like Dr Sue Black are blazing a trail for women in computer science and technology.

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Ada Lovelace, painted in 1832

In the field of astronomy, cosmology and astrophysics, the foundations of our ability to measure the universe were laid by women – the Harvard Computers who were not even allowed to operate the telescopes. Prominent cosomologists such as Jo Dunkley continue their work today, including estimating the mass of the universe and studying distant galaxies.

Why is it, with this rich history and vibrant present of women in STEM, that so few girls go on to study Physics or Computing at A-level in this country? I don’t know, but I hope with examples like Lovelace, Leavitt, Black, Dunkley and Athene Donald to follow, we will see the trend reverse and true gender equality achieved.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Top 5 Safer Internet Day Tips

Tuesday 5th February was Safer Internet Day 2019. The aim of Safer Internet Day is to inspire a national conversation about using technology responsibly, respectfully, critically and creatively. There are lots of resources available online linked to the day to help with that conversation, including top tips for parents and carers and top tips for 11-18 year olds. Google has also created the Be Internet Awesome resource for young people to help them be safe, confident explorers of the online world.

Here are my top five tips for a safer internet:

1. The internet is written in pen, not pencil

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I can’t remember where I heard this tip. but it’s always stuck with me. When you post something online, it’s there forever. Even on services like Snapchat or Instagram Stories, where posts disappear after their time limit is up, screenshots can be taken and re-shared.

In the future, you could be judged by what you have put online – by prospective employers, business contacts, or even journalists. There have been several high profile cases which highlight this problem: Jack Maynard was forced out of the “I’m a Celebrity” jungle last year in a controversy over old social media posts, and Toby Young was forced to resign his position as part of the university regulator when offensive old tweets resurfaced – even though they had been deleted.

When you put something online, it helps if you have in your mind that you are making a permanent record. Ask yourself: would I be happy for someone to read this ten years from now?

2. Would you say it face to face?

A laptop, phone or tablet screen feels like a shield sometimes: what we put on social media disappears into the ether and we don’t see the impact of the messages we are sending. But just because we don’t see them, doesn’t mean they don’t exist. It helps to think about communication over social media in the same way as a face-to-face conversation. If it isn’t something you would say to someone’s face, it’s probably not something you should put online. And this isn’t just about young people: there are some terrible adult role models online, who seem to build their reputation on being horrible to and about others.

The most horrific example I have seen of this is the terrible case of Megan Evans; I have spoken about her before in my kindness assembly. 14-year-old Megan was found dead on February 7, 2017. She had been the victim of online bullying, which her mother believes drove her to take her own life. After a long period of bullying by her classmates and peers, one of the other children in her school sent her the message: “why don’t you kill yourself?”

Megan replied saying: “Ok.”

The fact that somebody in Megan’s life chose to express cruelty and unkindness had the most tragic and devastating consequences. Her family and her friends – and the young person who sent that final message – will be living with the consequences of that for the rest of their lives. The heart-rending video below, as Megan’s mother is interviewed on This Morning, shows just how devastating this unkindness can be.

My rule is: if it isn’t right to say, it isn’t right to post.

3. Keep some things back

Sharing personal information online carries risks too. Posting your phone number, your address, date of birth or information about your family publicly on social media opens you up to identity fraud. In the video below, a coffee shop offers a free drink if customers like their Facebook page. The barista asks for the customers name, and a behind-the-scenes team matches the name to the Facebook like and sees what information it can harvest from just these two data points. What could a stranger learn about you from your online posts?

Similarly, be cautious with location sharing on your social media posts. Do you really want strangers to know exactly where you are? Along with your profile photo, this could lead to a risky situation – if a stranger knows where you are, and knows who you are, then it increases your vulnerability.

4. Stay secure

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It’s important to choose strong passwords for your online accounts. Google advises using a mix of uppercase letters, lowercase letters, symbols, and numbers, r3pl@cing le++ers wit# sYmb0ls & n^mb3rs 1ike Thi$ to create memorable but hard-to-hack passwords. It’s also really important to use different passwords across different accounts. I know it’s tempting to use one memorable password every time but if one account is hacked, every account you have is then compromised.

5. Be kind online

The internet is neither good nor bad; it’s a neutral platform. It’s the people that use it that set the tone in the online space. If people choose to be kind, helpful and supportive online, that will be the tone that is set – but the reverse is also true. We can all make a contribution to helping the online world be a better place by:

  • Sharing and spreading positive messages
  • Stopping the spread of harmful or untrue messages by not sharing them with others
  • Call out unkind or inappropriate behaviour online: block them and report it
  • Offer support to the victims of unkindness or bullying online – be part of the solution, not the problem.

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With thanks to Google’s Be Internet Awesome project for inspiring this week’s blog. If you have been inspired you can take a Be Internet Awesome Pledge here.

A good night’s sleep

It’s well known that a good night’s sleep is one of the most significant factors in making sure that we are at our best the next day. There are multiple research studies which show that sleep helps with concentration, memory, insight, creativity, and even our immune systems.

It’s also well known that most of us aren’t getting enough sleep, so we are not benefiting from the improved performance we could be seeing in school. So what can we do to make this better?

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9 Common Sleep Mistakes, courtesy of Inner Drive

  • TV before bed: the temptation to watch “just one more episode” of that Netflix box-set can be hard to resist – that’s how Netflix is designed! “Just one more episode” will lose you an hour of sleep. The episode will still be there tomorrow – but the sleep will be lost for good. Shut the laptop and shut your eyes!
  • Bed times: if you go to bed at different times each night, your body’s internal clock gets confused and it can disrupt your sleep patterns. Having a regular routine really helps to get a consistent night’s sleep.
  • Go to bed before you fall asleep: if you find yourself dropping off on the sofa, you’ve stayed up too late. Get to bed earlier, with a good book, and read a chapter before you turn the light off.
  • Naps: research shows that short naps can be useful, but anything over half an hour can prevent you from sleeping well at night because you won’t be tired until later. If you need it, slot in a ten to fifteen minute “power nap” – but set an alarm!
  • If you’re wide awake, get up: if you find yourself tossing and turning, unable to sleep, get out of bed and do something that occupies your brain without stressing you out: a jigsaw, tidy your room, organise yourself, read another chapter of your book. Then go back to bed, so that you associate it with sleeping, not being awake.
  • Put your phone away: the bright light from your phone or tablet tricks your brain into thinking it’s day time. This stops melatonin (the sleep hormone) from being fully released, making it harder to drop off. Put your phone away at least an hour before you want to go to sleep.
  • Cut the caffeine:  energy drinks, cola, tea, and coffee all have delayed effects on your energy levels. If you drink them before bed, the caffeine will be trying to keep you alert as you are trying to fall asleep.
  • Don’t kill time online: don’t waste time scrolling social media, letting YouTube autoplay the next epic fails video, or spectating Fortnite kills. This is time you could be spending asleep. If it’s not productive – don’t do it!
  • Try not to overthink tomorrow: try not to make lists of everything you need to do whilst you’re lying in bed – this can lead to a stress response. Make those lists and get everything organised before you go to bed – then get that book out, read another chapter, switch off the light and drift off to sleep.

Good night!

 

Thanks to Inner Drive for their help with this week’s blog.

Memory Hooks

…or “how to spell millennium.”

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Last week we had the first round of our annual staff spelling bee. This is a hotly contested competition, and the final takes place immediately before the students’ spelling bee competition in February. I have made it to the final for the past three years, so I have a reputation to uphold!

Round one consisted of six words:

  1. Definitely
  2. Indefatigable
  3. Melancholy
  4. Millennium
  5. Acquiesce
  6. Tracheotomy

I was delighted to get them all right! So at least I’m through to round two…

However, the presence of the word “millennium” was a bit of a gift for me, because I definitely know how to spell it. At least, I do now…and I have for the past nineteen years.

Back in the year 1999, I was in my first teaching job at a school in Nottinghamshire. My tutor group and I did an activity thinking about our hopes and wishes for the year 2000 – we called them our “millennium pledges” and we were going to use them for the display board in our tutor room. I duly stayed after school one day, backed and edged the board in new display paper, got my tutor group’s pledges arranged artistically on the backing paper, and cut out and stuck every letter of the display title using letter stencils, in silver and then in black. I stuck the black behind the silver to create a neat shadow effect. I then covered the display in clear sticky-backed plastic covering film to protect the children’s work. Two hours after school, I was standing back to admire my handiwork, when my Head of Department came in to have a look.

“There are two “n”s in ‘millennium,'” she said.

Yes, you’ve guessed it, my display said “our millenium pledges” – with one “n.”

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It turns out, once you’ve covered a display board in clear sticky-backed plastic covering film, you can’t peel it off again without ripping the paper. And ruining the students’ work. And the backing paper. And the edging paper. And, really, the whole display, which had to be completely re-done from scratch, including the children’s millennium pledges. I did make a teaching point out of it, and I hope that those children (who will now be about 33 years old!) can still spell ‘millennium’ correctly too…

Memory hooks

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Whenever I see the word ‘millennium’ now, I am reminded of those hours of time cutting stencil letters out. Twice. The memory is painful, and very funny – in hindsight. But it is strong and powerful. It is a memory I can return to when I am thinking about how to spell that tricky word, and it provides a “way in” for me to the knowledge that I need to ensure I never spell it incorrectly again. Although this memory hook was created by accident, it is also possible to use this technique to enable you to remember key information, for example when revising for tests, by deliberately creating a memory hook to link you to the information you want.

The memory hooks can be anything – an emotion, an image, a place, a person, a piece of music…I have a strong emotional hook to the spelling of the word ‘millennium’! Find something that you can use to trigger your memory, and you will find it easier to remember the things you are trying to learn.

One way to do this might be by putting revision reminders in different rooms of your home. Let’s say you were revising for a History test: you could put facts about people around the bathroom mirror, facts about places on your bedroom door, and information about causes and consequences on the refrigerator in your kitchen. Then, if you’re trying to recall the name of a key person, you can visualise your bathroom mirror and the post-it note you’d stuck just to the left of it…and hopefully, that will give you the memory hook to bring the name to mind.

Memory hooks really work…and that’s why my Joint First Place trophy from the 2018 Staff Spelling Bee has pride of place on the bookshelf in my office, just next to my Lego Millennium Falcon.

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Controlling screen time: tools for parents

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Smartphones, tablets, smart watches and the like are incredible tools. For many of us, they have become essential parts of our daily lives, enabling us to be connected around the clock to all manner of useful services, alongside all the collected information in the world at the tap of a screen, or a quick “Hey Siri…”

However, these devices have a darker side. There has been much discussion in the media of the dangers of screen time, particularly for children. I was intrigued to read, in an article for the New York Times, that top executives in Silicon Valley keep their children away from the products that they themselves are creating:

Tim Cook, the C.E.O. of Apple, said earlier this year that he would not let his nephew join social networks. Bill Gates banned cellphones until his children were teenagers, and Melinda Gates wrote that she wished they had waited even longer. Steve Jobs would not let his young children near iPads

Research continues to show the extent of our addiction to mobile phones, whilst other studies find links between screen time and mental health problems. It is these concerns, among others, that have led us to hold fast to our ban on mobile devices at Churchill Academy; for main school students, mobile devices should not be seen or heard in the Academy at any time. We expect our students to be developing their social skills by having face-to-face conversations, and we want our school to be an oasis of calm away from the constant demands of notifications, group chats, news feeds and snapstreaks. You can read my previous post about our reasons for banning mobile phones in school here. And the message appears to be sinking in with our students: the winning team in this week’s public speaking competition prepared their presentation on the theme of phone overuse.

But what about when children are at home? How can parents manage and monitor children’s access to devices? I don’t think a total ban is helpful; these devices are superb tools for learning and entertainment as well as for communication. When children are travelling independently it is reassuring to know that have a phone with them if they need it.

I do, however, think that limits are helpful. Parents at our curriculum information evenings earlier in the year were keen to manage children’s screen time, but many said that they didn’t know how. Here are some tools that you might find useful in helping you in this rapidly developing field.

Apple: Families and Screen Time

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Apple’s Screen Time options – you can create personalised settings for your children

The Apple iOS has family controls built in. It’s the system my family uses and I find the tools really helpful. It allows an adult to set up an account for children under the age of 13, and you can continue to monitor and manage your children’s accounts up to the age of 18. I use the Family Sharing feature so we can share subscriptions and app purchases, but within Family Sharing you can also use Screen Time to set privacy and content restrictions. The “Ask to Buy” feature means you can control which apps your children download. Within Screen Time you can use four features to set the right limits for your children:

  1. Downtime: you can set “downtime” for a specific period. During this time, only phone calls and apps that you choose to allow are available. The default is for Downtime to be set overnight, but parents might consider setting Downtime during the school day as well, to reduce the temptation to sneak a look at the phone in the bag…
  2. App Limits: you can set daily time limits for different categories of apps each day. For example you could limit social networking time, games time, or entertainment time separately and independently. When children hit their limit, they are locked out automatically. They can message you to ask for more time, and you can decide whether or not you want to allow it.
  3. Always allowed: in this area, you can decide which apps should always be allowed even if children have hit their app limit or if they are in scheduled downtime. This means that you can contact your children in an emergency – or they could contact you – providing you with peace of mind and allowing you to decide which apps children can use.
  4. Content and privacy restrictions: within this area, you can allow or prevent your children installing and deleting apps, or making in-app purchases. You can also decide which of the pre-installed apps your children are allowed to use. Finally, within “content restrictions” you can set age-appropriate limits for the music, films, TV programmes, books and apps your children can view and use. Most useful, I think, is control over web content to prevent children accessing adult websites. You can also add particular websites to your children’s devices which are always allowed, or never allowed.
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Example content restrictions in Screen Time for iOS

 

Android: Parental Controls and Google Family Link

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Google’s Family Link app enable parents to monitor children’s usage and set appropriate controls and limits

The Android operating system has similar controls to iOS, but they aren’t all built in. You can set up parental controls on Google Play, but if you want to stay on top of your children’s usage you need a separate app called Google Family Link. Family link lets you manage your child’s screen time in a similar way to Apple’s Screen Time, but it also includes a handy feature highlighting teacher-recommended apps to help your children use their devices constructively. As with iOS, you can also track your children’s location using Google Family Link. I’m not an expert on Android, but this handy “how-to” from TechAdvisor is a good step-by-step guide to setting everything up. There’s even a Family Link app for iOS so Apple users can monitor children’s usage of Android devices!

How much time is too much time?

As a Headteacher and a parent, I am concerned about the amount of time our children spend looking at a screen. I share those concerns about myself as an adult, and I am using Screen Time to control and monitor my own mobile phone usage this year! It is for each family to decide what the limits should be for their own children. These limits will depend upon the children’s ages, their maturity, and the level of responsibility and control they have shown they are ready for. However, I am completely convinced that there should be limits set, no matter how mature and responsible the child is.

These devices are fantastic – but being glued to them all the time cannot be good for us, and it is our responsibility to ensure our children get into good habits and develop a healthy relationship with their phones and tablets.

Welcome to the Athene Donald Building

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Happy New Year! 2019 has begun with the first lessons taking place in the Athene Donald Building, our brand new facility for science and food & nutrition. On January 7th, the students of Tudor House made their way to their brand new tutor rooms, and the first classes came down throughout the day. What a difference! The new rooms are spacious, well-designed, and purpose-built for modern teaching and learning. Every room is air conditioned. The building is almost completely airtight, making it very efficient to heat and cool, whilst the entire roof is covered with solar panels, further adding to its environmental credentials. It is fully accessible, with ramps, lifts and adjustable lab and food preparation benches for wheelchair users. The corridors and staircases are wide and airy, with aspects overlooking the fields and out over the tennis courts.

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The project has been years in the planning. Funding was finally awarded by the government’s Condition Improvement Fund (CIF) in April 2017. The concrete slab base was laid in December 2017. Construction continued throughout 2018 – you can view a gallery of progress on the Academy website.

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The building’s name was decided following a student research competition in February 2018, with the winning entry championing Professor Dame Athene Donald, Professor of Experimental Physics and Master of Churchill College, Cambridge. We are delighted that Professor Donald has agreed to join us at the Academy for the building’s official opening ceremony, which will take place in March.

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Moving in!

The process of moving in has been another challenge. Science and Food do not travel light! Our staff have been amazing in packing and unpacking all the equipment, resources and materials to ensure we were ready-to-go for the first day back, and the process will continue over the coming weeks to get everything properly set up.

It has been amazing to walk up and down the corridors and see the classrooms full of students, working and learning in these wonderful facilities. I know that they appreciate them – so many of them have been to tell us how brilliant it all is! And there is even better to come…Mrs Pattison put together a superb application to the Wolfson Foundation, and was successful in securing a £50,000 grant for brand new equipment. This means that the rooms will continue to be kitted out over the coming months with state-of-the-art equipment to match the surroundings.

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Goodbye to the Tudor Block

The Athene Donald Building replaces Churchill’s original school building. The Tudor Block was built for the 402 pupils of the new Churchill Secondary Modern School in 1956. It has served us well for over sixty years, but its time is now up; contractors have been in this week to strip out furniture, fixtures and fittings in preparation for demolition over the coming months. By the time the new school year begins in September, our site will look very different!

I’d like to thank all of the staff involved in making this project a reality, especially Deputy Headteacher Mr Branch who has overseen the whole thing with unflappable dedication. The building that we now have is ample reward for all that hard work and effort; our students will reap the benefit for many years to come.

Christmas at Churchill 2018

I love Christmas at Churchill! The Academy has many traditions, from the Christmas lunches served by staff and accompanied by the staff choir, to the Sixth Form fancy dress and revue, the church services and house activities. This week’s blog is devoted to a celebration of all things Christmas! Enjoy…

May I wish everyone in the Churchill Academy & Sixth Form community a very merry Christmas and a happy new year. See you in 2019!

Assembly: marginal gains and resolutions

CRH Marginal Gains Assembly

In this week’s assembly, I’ve been talking about marginal gains and resolutions. I started with the picture above: many students had a go at guessing what these objects were! The answer is that these are ‘bum warmers’, used to warm the muscles of Olympic cyclists before a race. The extra warmth means the cyclists can start one hundredth of a second faster than their opponents.

These curious devices are one example of the British cycling team’s approach to the “aggregation of marginal gains.” This approach means making tiny improvements in lots of different areas, adding up to a big overall effect. Other examples include the the cyclists always taking their own pillows and bedding with them when they travel, to reduce the chance of picking up an infection which might interfere with their training. The team tweak every aspect of the bikes, the cyclists’ equipment and clothing, their diet, sleep, schedule and training regime to try and eke out an extra 1% of performance.

CRH Marginal Gains Assembly

It’s an approach which seems to have worked. In the four Olympic Games between 1992 and 2004, the cycling team managed to win eight medals; following the adoption of the marginal gains approach, the team won 41 medals across Beijing 2008, London 2012 and Rio 2016.

Marginal gains in school

I want us all to think about what marginal gains we could make in school. What small changes could we make to our approach which, sustained and added up over time, could result in a big improvement?

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One change could be in making the most of the time we have. Spending five minutes of a lesson off task – daydreaming, chatting to a friend, looking out of the window – doesn’t seem like too much of a problem. But adding it up over a year can result in a lot of lost time…

  • We have five lessons every day for 190 school days in a year
  • That’s 5 x 190 = 950 lessons per year
  • Five minutes wasted in every lesson is 5 x 950 = 4,750 minutes
  • 4,750 minutes is just over 79 hours
  • That’s over THREE WHOLE DAYS of learning lost per year, just from five minutes in each lesson (three days, seven hours and ten minutes, for precision fans).

Ensuring we attend every lesson punctually, and staying focused when we are there, is a marginal gain we can all make that could add up to a big overall effect over time.

Making a resolution

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New Year’s resolutions are notoriously hard to keep. This can be because they are too ambitious. But the advantage of resolving to make a marginal gain is that it involves a small change – or perhaps a number of them! Making resolutions to stay focused, to ensure that all equipment for school is prepared the night before, to avoid distractions, or to be more punctual to every lesson…these are not impossible goals to set ourselves, but added up they could make a significant difference.

What will your New Year’s resolution be?

CRH Marginal Gains Assembly

 

Thanks to Keith Neville for the inspiration for this assembly.

Advent: Acts of Kindness

Like many children up and down the country, my kids look forward to advent as the twenty four days of the year when they’re allowed to have chocolate before breakfast! We’ve hung our calendars and they are getting out of bed that little bit more willingly than usual, tempted by the lure of an edible treat.

It’s true that the consumption of daily confectionery is somewhat removed from the Christian meaning of advent. In the Christian faith, Christmas is a celebration of the birth of Jesus, and advent is a reminder to prepare for this important religious festival.

This year, like last year, Mr Gale in the Maths Faculty has shared his “Kindness Calendar” with the school. The Kindness Calendar is a great way to mark advent by giving, rather than receiving, tied into one of the Academy’s core values. Each school day of the advent period, there’s a kindness task for students and staff to carry out. There are bonus tasks to extend it into the weekend too!

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Our Kindness Calendar

Why not try each of the daily acts of kindness on the days running up to Christmas? After you’ve had your chocolate, of course…

Mistakes

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Your best teacher is your last mistake (Ralph Nader)

It’s horrible when we get something wrong. Nobody likes it! It can be horribly exposing, and it’s perfectly natural to feel upset, or embarrassed, or even ashamed. But, of course, we make mistakes all the time. They are a natural part of the learning process. So how can best use our mistakes to make progress?

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FAIL: first attempt in learning

The first thing is to accept that mistakes are inevitable. They will always happen. Nobody is perfect. Secondly, if you are doing something difficult – which, in school, we expect our students to do – the likelihood of getting it wrong is much higher. So the most important thing is not getting it right first time, but getting it right in the end.

This video from the Khan Academy shows how, as young children, we aren’t afraid to fall down, fail and try again – for example when learning to walk or ride a bike. But, as we grow, we become increasingly self-conscious and easily embarrassed. This shift can actually get in the way of our learning as we are less willing to take risks and try something new, worried that we might get it wrong, and forgetting that mistakes are a natural part of learning.

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Minnesota Vikings defender Jim Marshall in 1970

We can rest easy that none of us will ever make so drastic a mistake as Jim Marshall. In 1964, Marshall played American Football for the Minnesota Vikings against the San Fransisco 49ers. When one of the 49ers players fumbled the ball, it came loose, and Marshall was able to scoop it into his hands. He looked up, saw the goalposts ahead of him, and ran as fast as he could to the end zone to score what he thought was a touchdown. It was when the 49ers players started congratulating him that he realised he had run the wrong way down the pitch into his own end zone, scoring a safety and conceding two points to the opposition.

How do you recover from a mistake as catastrophic and public as that? Marshall did his best to forget about it, and crucially to learn from it. He went on to recover a total of 30 fumbles for the Vikings in his career, still an NFL record for the most recovered by any single player – and he never again ran the wrong way down the pitch. You can watch a video about Marshall’s experience here.

failure bruise

At Churchill, to learn effectively, we believe in the value of:

  • Determined and consistent effort
  • A hunger to learn new things
  • Challenging ourselves to go beyond what is comfortable
  • Viewing setbacks and mistakes as opportunities to learn and grow
  • Seeking and responding to feedback
  • Encouraging others to succeed

Having a healthy attitude to mistakes, and having the confidence and determination to take risks in our learning and try new things, are all central to our success in learning. So long as we make sure we’re facing the right way before we set off.